YEARLY LESSON PLAN 2021

SMK TINGGI BUKIT MERTAJAM,
(High School Bukit Mertajam)
77, JALAN SRI BUKIT, 14000 BUKIT MERTAJAM, PULAU PINANG

YEARLY LESSON PLAN 2021
FORM 1 SCIENCE

WEEK LEARNING STANDARD

CONTENT PERFORMANCE COMPLEMENTARY
STANDARD LEVEL (MODUL HEBAT /

FUNDAMENTAL ADDITIONAL SUGGESTED ACTIVITIES EXPERIMENT)

THEME 1: SCIENTIFIC METHODOLOGY
LEARNING AREA: 1. INTRODUCTION TO SCIENTIFIC INVESTIGATION

W1 2021 FORM 1 ORIENTATION (ONLINE)
20/1-22/1
A student is able to: TP 1: ➢ Discuss daily life activities
1.1 Recall the that lead to the definition of
Science is part 1.1.1 relate daily activities to knowledge and Science.
of daily life. Science science skills on
the definition of ➢ Students generalise science
W2 1.1.2 generalise the meaning of science, science as a discipline that involves
25/1 -29/1 Science. laboratory, systematic observation and
physical quantities experiments on natural
*28/1 1.1.3 summarise the importance of and units, the use phenomena.
THAIPUSAM Science in everyday life. of measuring
instruments, ➢ Brainstorm ideas using
1.1.4 describe the fields of Science density and steps concept maps such as i-
in scientific Think concerning:
1.1.5 communicate about careers in investigation.
Science. • the importance of science
TP 2: in understanding
1.1.6 relate subjects to be studied Understand the ourselves and the
With Science careers of definition of environment to admire
interest. science, science God's creations.
laboratory,
1.1.7 describe innovation in physical quantities • fields of science and
technology. and units, the use examples of field of
science such as zoology,
astronomy, microbiology,
geology, physiology,

of measuring botany, engineering,
instruments, pharmacology,
density and steps oceanography, forensics
in scientific etc.
investigation and • careers in the field of
able to explain science
their • subjects to be learnt for a
understanding. chosen career.

1.2 . A student is able to: TP 3: ➢ Group discussions and
Your science Apply the multimedia presentations on
laboratory 1.2.1 identify and state functions of definition of examples of innovation in
the apparatus. science, science technology to solve
W3 laboratory, problems in daily life.
1/2- 5/2 1.2.2 identify symbols and examples physical quantities
of hazardous materials in the and units, the use ➢ Carry out activities based on
laboratory. of measuring the following:
instruments, • apparatus commonly
1.2.3 draw and label apparatus density and steps used in laboratories.
commonly used in the in scientific • symbols and examples of
laboratory and classify based investigation to hazardous materials in
on how it is used accomplish simple the laboratory.
task. • classification based on
1.2.4 justify the regulations and safety self-selected criteria and
measures in the laboratory TP 4: then present the results
Analyse the entire in a group discussion.
scientific
investigation ➢ Group discussion and
process presentation of the following:
conducted to
determine the • laboratory rules
steps that can be • security measures
improved, on the • measures to prevent fires
definition of • action to be taken in the
science, science
laboratory, event of an accident in
physical quantities the laboratory such as
and units, the use exposed / ingested
of measuring chemicals, cuts and
instruments, inhaling toxic gas.
density and steps
in scientific ➢ Discuss and suggest the use
investigation in of suitable apparatus in
context of carrying out an experiment,
to save time and material.

1.3 A student is able to: problem solving ➢ Measure physical
Physical about events or quantities of length,
quantities and 1.3.1 identify and use the correct natural mass, time, electric
their units units for different physical phenomena. current and temperature.
quantities.
W4 TP 5: ➢ Collect and interpret data
8/2 – 12/2 1.3.2 identify the symbols and Evaluate the about symbols and values
*CHINESE values of prefixes use in entire scientific of symbols for prefixes.
NEW YEAR measurement. investigation
10/2 – 14/2 process ➢ Solve problems of
1.3.3 convert base quantity units for conducted to conversion of base
mass, length and time such as determine the quantity units.
grams to kilograms, steps that can be
centimeters to meters, improved, on the ➢ Appreciate the effort of
seconds to hours and vice definition of experts in creating S.I.
versa. science, science units.
laboratory,
1.3.4 justify the importance of the physical quantities ➢ Carry out a multimedia
use of S.I. units in daily life and units, the use presentation to show the
of measuring implications of using
1.4 A student is able to: instruments, inconsistent units in daily
The use of density and steps life.
measuring 1.4.1 use the right measuring in scientific
instruments, Instrument and use it in the investigation in ➢ Carry out station activities
accuracy, right way, to measure the context of using measuring
consistency, accurately and consistently problem solving instruments such as
sensitivity and the quantities of length, mass, and decision rulers, measuring tapes,
error. time temperature and electric making to carry thermometers,
(1 -Recall the knowledge and out a task. stopwatches, triple beam
W5 science skills on biodiversity.) balances, ammeters,
15/2 - 19/2 TP 6: voltmeters and measuring
1.4.2 use measuring instruments Design a cylinders.
with higher accuracies and presentation using
compare the measurements multi media / Emphasise the following:
in terms of accuracy, visual / folio / • taking readings several
consistency and sensitivity. poster / role play /
drama; with times to get an accurate
creative and reading.
innovative use of • relate the smallest scale
science value on the measuring
knowledge and
skills of the
definition of
science, science
laboratory,

W6 1.4.3 explain how to overcome physical quantities device to the accuracy of
22/2 - 26/2 systematic errors and random and units, the use the readings
errors.
of measuring ➢ Carry out activities using
1.4.4 estimate the length, area, instruments, instruments such as a
mass or volume of an object density and steps Vernier calipers,
before taking actual in scientific micrometer screw
measurements. investigation in gauges, electronic
the context of balances, digital
1.4.5 explain with examples problem solving micrometer screw
innovations of various types of and decision gauges, digital Vernier
measuring instruments making; with calipers, digital
through a multimedia regards to the thermometer, clinical
presentation social values/ thermometer, digital
economy / culture rangefinder.
of the community.
➢ Carry out activities to
reduce systematic error
(e.g.: zero error) and
random error (e.g.:
parallax error).

➢ Carry out problem solving
activities that involve the
skill of making
estimations and then
compare with actual
measurements.

➢ Gather information and
carry out multimedia
presentations on
innovations in measuring
instruments.

1.5 A student is able to: ➢ Conduct a scientific
Density investigation of the
1.5.1 arrange sequentially relationship between
W7 materials based mass and density for a
1/3 – 5/3 on density variety of solids which
have the same volume,
1.5.2 predict whether the materials

W8 will float and sink according to for example by using
8/3 - 12/3 density. density cubes.

1.5.3 define operational definition of ➢ Solve problems by using
density. formula of density.

1.5.4 calculate density using ➢ Carry out an activity to
Formula determine the density of
(density= mass / volume) and irregular solids using
water displacement method. water displacement
method.
1.5.5 explain the phenomena
related to the density ➢ Discuss the phenomena
difference in everyday life. in everyday life that
involve differences in
1.5.6 innovate objects, food or density and presents the
beverage using the concept of results of discussions
density. using multimedia.

➢ Entrepreneurial element
can be applied and
practiced in this activity.

1.6 A student is able to: ➢ Teachers are # EXPERIMENT 1 :
Steps in a
scientific 1.6.1 differentiate each science recommended to use SIMPLE PENDULUM
Investigation. process skills.
station method of the
W9 1.6.2 make a sequence on the
15/3 - 19/3 steps of carrying out a twelve science process MODUL 2 : Scientific
scientific investigation skills.
in the correct
order. Skill

1.6.3 conduct a scientific ➢ Design and conduct an
investigation to experiment for each
solve a simple problem.
group to explain the steps

and the scientific method,
namely:

1. Identify a problem that
could be tested by a

scientific investigation

2. Construct hypothesis
3. Outline how variable is

manipulated and the

method of collecting data
4. Design/ Plan and conduct

scientific investigations
5. Present the data collected

6. Interpreting data and
results with scientific
reasoning

7. Make a conclusion and
present a report.

1.7 A student is able to:
Scientific
attitudes and 1.7.1 support scientific attitudes and ➢ Discussion on the MODUL 21: Scientific
values in values practiced by scientists. importance of: Skill
carrying out • scientific attitudes and
scientific 1.7.2 justify the need to practice values
investigation scientific attitudes and values • practising scientific
when carrying out an attitudes
2.1 investigation
Cell –
structure, .
function and 1.7.3 practice scientific attitudes and
organization
values while carrying out a
W10 scientific investigation.
22/3 - 26/3
THEME 2: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 2. CELL AS THE BASIC UNIT OF LIFE

A student is able to: TP1: MODUL 23 : Cell
Recall the
2.1.1 explain that living things are knowledge and ➢ Show cell division using
made up of cells that carry out science skills on various forms of
life’s functions and undergo cell cell as the basic multimedia presentation
division. unit of life / (Need not introduce
coordination / mitosis or meiosis). The
2.1.3 communicate about each response / formation of cancerous
structure in cells with their reproduction cells is discussed
functions as well as compare
and contrast animal cells with TP2: ➢ The structure of animal
plant cells. Understand cell cells consists of the cell
as the basic unit membrane, cytoplasm,
2.1.4 explain with examples the of life / nucleus and mitochondria
characteristics of unicellular and coordination /
multicellular organisms for response / ➢ whereas plant cell
animal cells and plant cells. reproduction and comprises of nucleus, cell
able to explain wall, cell membrane,
2.1.6 conceptualise the formation of a mitochondria,
plant and an animal with chloroplasts and vacuole.
reference to the sequence of

cell organization: their [nucleus contains
cell→tissue→organ→system→ understanding. chromosomes made up of
deoxyribonucleic acid
organism. TP3: (DNA) which carries
Apply knowledge genetic information].
2.1.7 appreciate and be amazed by of cell as the
the existence of various basic unit of life / ➢ Presentation using
organisms. coordination / thinking maps on the
response / characteristic of
reproduction to unicellular and
accomplish simple multicellular organisms
task.
➢ The systems in human
TP4: includes the nervous
Analyse system, digestive system,
knowledge of cell skeletal system, excretory
as the basic unit system, respiratory
of life / system, reproductive
coordination / system, lymphatic
response / system, circulatory
reproduction in system, muscular system,
context of endocrine system and the
problem solving integumentary system.
about events or
natural ➢ Multimedia presentation
phenomena. to appreciate how
organisms are formed
from basic unit of cells

MID TERM SCHOOL HOLIDAYS (27 MARCH 2021 – 4 APRIL 2021)

W11 A student is able to: TP5: ➢ Carry out a scientific
5/4 – 9/4 investigation on animal
2.1.2 demonstrate the preparation Evaluate cells and plant cells using
of slides of animal cells and knowledge of cell a microscope.
plant cells using the correct as the basic unit
procedures. of life / ➢ Draw and label animal
coordination / cells and plant cells
2.1.5 differentiate the types and response / observed under the
functions of animal cells and reproduction in microscope.
plant cells the context of
problem solving ➢ The various types of

and decision human cells - nerve cells,
making to carry epithelium cells, muscle
out a task. cells, reproductive cells,
blood cells.
.
➢ The various types of plant
TP6: cells - cells palisade
Design a leaves, guard cells,
presentation using epidermal cells, capillary
multi media / root’s cells.
visual / folio /
2.2 A student is able to: poster / role play / ➢ The process of cellular #EXPERIMENT 2 :
Cell respiration 2.2.1 communicate about the drama; with respiration needs oxygen FACTORS FOR
and creative and and glucose to produce PHOTOSYNTHESIS
process of cellular respiration. innovative use of energy, carbon dioxide
photosynthesis science and water.
knowledge and
2.2.2 communicate about the skills of the cell as ➢ Carry out experiments to
process of photosynthesis. the basic unit of show photosynthesis
life / coordination / needs light energy,
W12 2.2.3 differentiate the process of response / carbon dioxide, water and
12/4 - 16/4 cellular respiration and reproduction; in chlorophyll to produce
photosynthesis. the context of glucose and oxygen.
problem solving
2.2.4 explain how the process of and decision ➢ Relate how cellular
cellular respiration and the making; with respiration and
process of photosynthesis regards to the photosynthesis
complement each other. social values/ complement each other
economy / culture for the benefits of life
of the community using multimedia
presentation

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 3. COORDINATION AND RESPONSES

3.1 A student is able to: TP1: ➢ Gather information and # EXPERIMENT 3 :
Homeostasis Recall the carry out multimedia HOMEOSTASIS IN
in living 3.1.1 communicate about knowledge and presentations on how HUMANS
things. homeostasis. science skills on homeostasis regulates
cell as the basic body temperature and
W13 3.1.2 explain with examples the unit of life / water in the human body.
19/4 - 23/4 systems involved with coordination /
homeostasis in humans response / ➢ Carry out activities to
W14 and animals reproduction show how the biological
26/4 – 30/4 actions respond to
3.1.3 explain with examples the TP2: changes to stabilise the
*CUTI systems Understand cell condition of the body.
PERISTIWA involved in plant homeostasis. as the basic unit
of life / ➢ Gather information and
1 3.1.4 appreciate the importance of coordination / make observations on
26/4 homeostasis in humans and response / how transpiration
* NUZUL AL- living things. reproduction and regulates water in plants.
QURAN able to explain
29/4 their ➢ Carry out brainstorming
understanding. session to discuss the
importance of
homeostasis using
various multimedia
presentations

THEME 2: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 4. REPRODUCTION

4.1 A student is able to: A student is able to: TP3: ➢ Gather and interpret data
Sexual and or information about
asexual 4.1.1 compare and contrast sexual 4.1.3 be grateful for the ability to Apply knowledge sexual and asexual
reproduction. and Asexual reproduction in reproduce and the continuation of cell as the reproduction:
animals and plants. of life as a gift from God. basic unit of life /
W15 coordination / • methods of sexual
3/5 – 7/5 4.1.2 reason the importance of response / reproduction
reproduction. reproduction to
accomplish simple • various types of asexual
task. reproduction

TP4: ➢ Do a multimedia
presentation to explain
Analyse the importance of
knowledge of cell reproduction and
as the basic unit problems that will arise if
of life / reproduction decreases
coordination / for all living things.
response /
4.2 A student is able to: A student is able to: reproduction in ➢ Carry out multimedia MODUL 11 : Life
Human context of presentations to observe Process
4.2.1 identify the structures and 4.2.3 compare and contrast the male problem solving
reproductive function of the male and gamete with the female gamete about events or and discuss the
female reproductive systems. in the reproductive system. natural
system. phenomena. structures and function of
4.2.2 communicate about the the male and female
W16 physical changes that occur TP5:
10/5 – 14/5 during puberty. reproductive systems.
Evaluate
* HARI knowledge of cell ➢ Discuss the physical
RAYA as the basic unit changes and experiences
AIDILFITRI of life / during puberty.
11/5 – 14/5 coordination /
response / ➢ Use thinking maps to
reproduction in compare and contrast the
the context of
problem solving male gamete (sperm) and
and decision
making to carry female gamete (ovum) in
out a task. terms of the structures

and function

W17 MID YEAR EXAMINATION 2021
17/5 – 21/5 MID YEAR SCHOOL HOLIDAYS (29 MEI 2021 – 11 JUNE 2021)

W18
24/5 – 28/5

* WESAK
26/5

W19 4.3 A student is able to: ➢ Integrate multimedia
14/6 – 18/6 Menstrual presentation and thinking
cycle 4.3.1 communicate about the maps to explain:
menstrual cycle and the
sequence of changes TP6: • menstruation and
in the uterus lining during menstrual cycle.
menstruation. Design a
presentation using • relate the fertile phase
4.3.2 relate the fertile phase of the multi media / with fertilisation.
menstrual cycle to the visual / folio /
process of ertilization. poster / role play / • the importance of
drama; with practicing good personal
4.3.3 justify the importance of creative and hygiene during
personal hygiene during innovative use of menstruation.
menstruation science
knowledge and ➢ Gather and share
4.4 A student is able to: skills of the cell as information about:
Fertilisation the basic unit of
and 4.4.1 communicate about the life / coordination / • fertilisation process.
pregnancy. process of fertilisation and the response / • the implantation process
implantation of embryo. reproduction; in
W20 the context of of embryo.
21/6 – 25/6 4.4.2 justify the importance and problem solving • the development of a
functions of placenta and and decision
umbilical cord. making; with zygote into an embryo
regards to the and subsequently into a
4.4.3 describe the development of a social values/ fetus until birth.
zygote into an embryo and economy / culture
subsequently into a fetus of the community
during pregnancy until birth.

4.5 A student is able to: A student is able to:
Factors
W21 affecting the 4.5.1 relate the importance of taking 4.5.4 realise that every living creature ➢ Share information from a
28/6 – 2/7 development nutritious food during has a right to live even if it’s in nutritionist and to relate
of a fetus and pregnancy to the health of the womb. the cause and effect of
*CUTI baby. both mother and fetus. taking healthy nutritious
PERISTIWA food during pregnancy.
4.5.2 justify the importance of
2 avoiding the intake of harmful ➢ Solve problems of
28/6 substances to the fetus. miscarriage or
abnormality in new born
4.5.3 justify the benefits of babies that is commonly
associated with unhealthy
breastfeeding compared to lifestyle of pregnant
formula milk on the infant’s mothers such as
smoking, drugs abuse
development. and alcohol.

W22 4.6 A student is able to: A student is able to: ➢ Gather, interpret
5/7 – 9/7 Infertility and information and carry out
contraception 4.6.1 communicate the meaning of 4.6.4 criticise the abuse of knowledge a multimedia presentation
infertility and how to on contraception methods and on the impact of
overcome them. its effect to society. breastfeeding compared
to baby formula milk in
4.6.2 differentiate methods of relation to the infant’s
contraception. development.

➢ Make decision whether to
breastfeed or use formula
milk.

• Methods to overcome
infertility - hormone
treatment, surgery and in-
vitro

• Methods of contraception
for married couples –
contraceptive pills,
implants, condoms and
contraceptive devices in

4.6.3 realise the importance of the uterus (Intrauterine
practicing frequent health Contraceptive Device,
screening and to get IUCD).
immediate treatment for
problems related to ➢ Debate on the abuse of
reproductive system. knowledge regarding birth
control methods and their
W23 4.7 A student is able to: effect to society.
12/7 – 16/7 Plant
reproduction 4.7.1 communicate about the ➢ Dissect different type of
structure and function of flowers to identify the
each part of a flower. structure with its function
which include:
4.7.2 justify the pollination process. • male part of the flower
• the female part of the
4.7.3 describe the process of flower
fertilisation and explain the
formation of seeds and fruits ➢ Gather, interpret data and
in plants share relevant information
on the following:
• pollination process.
THEME
• self -pollination and
cross-pollination.
• the advantages of
cross- pollination.
• the application of cross-
pollination in agriculture.

MID TERM II SCHOOL HOLIDAYS (17 JULY 2021 – 25 JULY 2021)

W24 A student is able to: #EXPERIMENT 4 :
26/7 – 30/7 CONDITIONS FOR
4.7.4 describe the germination SEED GERMINATION
process of seed.

4.7.5 solve problems if germination
does not occur

THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 5. MATTER

5.1 A student is able to: TP1: ➢ Carry out activities and MODUL 6: Chemical
Matter in Recall the create a multimedia changes
nature 5.1.1 state that almost everything knowledge and presentation to show that
that exists in nature is science skills on living things and non- MODUL 18: Changes in
W25 matter. matter / the living things have mass matter
2/8-6/8 periodic table / air. and occupy space.
5.1.2 prove that living things and MODUL 30 : Matter 2
non-living things have mass TP2: ➢ Carry out activities to
and occupy space. Understand of differentiate:
matter / the
5.1.3 differentiate the physical periodic table / air • physical properties of
properties and chemical and able to matter such as boiling
properties of matter. explain their point and melting point,
understanding. solubility, heat
5.1.4 classify materials by the conductivity.
different characteristics. TP3:
Apply knowledge • chemical properties of
of matter / the matter such as rusting
periodic table / air and flammability.
to explain natural
phenomena to ➢ Carry out activities to
accomplish simple classify materials by
task.
density, melting point,

boiling point and
solubility.

5.2 A student is able to: TP4: ➢ Carry out simulations to #EXPERIMENT 5 :
Three states of Analyse conceptualise that matter RATE OF DIFUSSION
matter 5.2.1 generalise that matter knowledge of is made up of small and
consists of particles. matter / the discrete particles.
periodic table / air
W26 5.2.2 compare and contrast three in context of ➢ Carry out visual
9/8-13/8 states of matter based on the problem solving presentations about the
kinetic theory in terms of the about events or three states of matter in
*AWAL arrangement and movement natural terms of the arrangement
MUHARRAM of particles. phenomena.
and movement of
9/8 5.2.3 use space-time relationships TP5: particles and relation to
to compare rate of diffusion in Evaluate matter / the physical properties of
three states of matter. the periodic table / solids, liquids and gas #EXPERIMENT 6 :
(Carry out experiments to air in the context (volume, shape, density TEMPERATURE
determine the rate of of problem solving and compressibility). REMAINS CONSTANT
and decision DURING FREEZING
making to carry

diffusion, example out a task. ➢ Carry out experiments to AND BOILING
copper(ll)sulphate in two
states of matter (solid and TP6: determine the rate of MODUL 7 : Heat
liquid). Design a
presentation using diffusion, example
5.2.4 describe the change in state multi media / copper(ll) sulphate in two MODUL 30 : Matter 2
of matter, in terms of visual / folio /
movement of particles caused poster / role play / states of matter (solid and
by the absorption and the drama; with
release of heat, based on creative and liquid).
kinetic theory innovative use of
science ➢ Use a diagram or a
5.2.5 conclude that temperature knowledge and concept map to illustrate
remains constant during skills of matter / boiling, evaporation,
freezing, melting and the periodic table / condensation, freezing,
boiling. air in the context melting, and sublimation.
of problem solving
W27 5.2.6 conclude that the mass and decision ➢ Carry out an experiment
16/8 - 20/8 remains constant during making; with to investigate that
physical changes. regards to the temperature of water
social values/ remains constant during
5.2.7 explain with examples the economy / culture melting and boiling. Plot
changes of of the community. and interpret graphs to
the state of matter in daily life show that:

• Temperature remains
constant during the
melting and the boiling of
water.

• Mass remains unchanged
during; physical
transformation, i.e.
changes in state of
matter; dissolving solid in
a liquid; and
expansion by heat

➢ Create a multimedia
presentation about the
change of state of matter
in daily life.

THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 6. PERIODIC TABLE

6.1 A student is able to: A student is able to: ➢ Discuss by using MODUL 6: Chemical
Classification
of elements 6.1.1 conclude that all matter 6.1.5 appreciate the order of TP1: multimedia to explain: changes
consists of atoms. elements that exist in nature Recall the
W28 that has allowed people to knowledge and • all matter consists of MODUL 6: Chemical
23/8 - 27/8 6.1.2 differentiate between atoms organize them in the form of science skills on atoms
and molecules as well as a table. matter / the changes
elements and compounds periodic table / air. • atomic structure

. TP2: • sub-atomic particles
6.1.3 identify the position of metal, Understand of (electron, proton and
matter / the
non-metal and inert gases in periodic table / air neutron)
the periodic table. and able to
explain their • the difference between
6.1.4 differentiate the understanding. atoms and molecules
characteristics of
metals and non-metals. TP3: • the difference between
Apply knowledge elements and compounds
of matter / the
periodic table / air ➢ By referring to the
to explain natural periodic table, discuss the
phenomena to position of metals, non-
accomplish simple metals and inert gases.
task.
➢ Carry out activities to
TP4: differentiate the
Analyse characteristics of metal
knowledge of and non-metal:
matter / the
periodic table / air • shiny surfaces
in context of • ductility
problem solving • malleable
about events or
natural • electrical and heat
phenomena. conductivity
TP5:
Evaluate matter / • boiling point and melting
the periodic table / point.
air in the context
of problem solving ➢ Encourage creative
and decision writing and presentation
making to carry in various media.

6.2 A student is able to: ➢ Conduct activities to MODUL 6: Chemical
Mixtures separate a mixture using changes
6.2.1 communicate about examples various methods such as
W29 of mixtures in daily life filtration, distillation,
30/8 - 3/9
6.2.2 solve problem of separating

*CUTI mixtures through activities out a task. separation by using
PERISTIWA based on the different magnets, sedimentation,
characteristics of material and TP6: flotation and
3 physical methods Design a chromatography.
presentation using
30/8 multi media /
visual / folio /
*HARI poster / role play /
MERDEKA drama; with
creative and
31/8 innovative use of
science
knowledge and
skills of matter /
the periodic table /
air in the context
of problem solving
and decision
making; with
regards to the
social values/
economy / culture
of the community.

6.3 A student is able to: ➢ Use various forms of MODUL 6: Chemical
Compounds
6.3.1 communicate about multimedia to illustrate changes.
W30 compounds in daily life. the used of compounds in
6/9 - 10/9
6.3.2 demonstrate the formation of daily life.
compounds between metal
and non-metal. ➢ Carry out activities of
heating metal and non-
6.3.3 conclude that mass is metal to produce a
conserved during chemical compound.
change.
➢ Conclude and record
6.3.4 separate compounds through that:
chemical methods.
• mass is conserved during
6.3.5 differentiate between chemical change.
chemical change and physical
change. • compound can be
separated through
chemical method.

• differences in physical
changes and chemical

6.3.6 differentiate between mixtures changes during the
and compounds. formation of compounds.

➢ Create and carry out a
multimedia presentation
on the similarities and
differences between
mixtures and compounds

MID TERM II SCHOOL HOLIDAYS (11 SEP 2021 – 19 SEP 2021)
*MALAYSIA DAY (16 SEP 2021)

THEME 3: EXPLORATION OF ELEMENTS IN NATURE
LEARNING AREA : 7. AIR

7.1 A student is able to: A student is able to: TP1: ➢ Carry out activities to MODUL 16 : Earth 2
Composition Recall the determine the percentage MODUL 6: Chemical
of air 7.1.1 plan ways to determine and 7.1.4 appreciate the carbon cycle and knowledge and of oxygen in air.
record the composition of air the oxygen cycle in maintaining science skills on changes
W31 the composition of gases in the matter / the ➢ Interpret a pie chart on
20/9 - 24/9 . air. periodic table / air. the composition of the air
7.1.2 synthesis the composition of to realise that air is a
W32 TP2: mixture.
27/9 - 1/10 air from a pie charts. Understand of
matter / the ➢ Interpret and share
*CUTI 7.1.3 justify the importance of periodic table / air information on daily life
PERISTIWA oxygen, nitrogen carbon and able to regarding:
dioxide and inert gases in explain their
4 daily life. understanding. • the importance of oxygen,
27/9 nitrogen carbon dioxide
7.1.5 solve problems when there TP3: gases and inert gases.
is/are interferences to the
oxygen and the carbon cycle. Apply knowledge • the oxygen cycle and the
of matter / the carbon cycle.

periodic table / air • how the carbon cycle and
the oxygen cycle maintain
to explain natural the percentage of gases
phenomena to in the atmosphere.

accomplish simple ➢ The effects of the
task. increase of carbon
dioxide emission to life
TP4: and the environment.
Analyse
knowledge of
matter / the
periodic table / air
in context of

problem solving
about events or
natural
phenomena.

TP5:
Evaluate matter /
the periodic table /
air in the context
of problem solving
and decision
making to carry
out a task.

TP6:
Design a
presentation using
multi media /
visual / folio /
poster / role play /
drama; with
creative and
innovative use of
science
knowledge and
skills of matter /
the periodic table /
air in the context
of problem solving
and decision
making; with
regards to the
social values/
economy / culture
of the community.

7.2 A student is able to : A student is able to :
Combustion
7.2.1 conclude about the conditions 7.2.3 practice safety measures to ➢ Carry out activities to
W33 needed for combustion. prevent the occurrence of fire prove that oxygen, heat
4/10 - 8/10 which can lead to the and fuel are needed for
7.2.2 relate the conditions of destruction of life and property. combustion
combustion with the
principles used in the ➢ List materials used as fire

manufacture of fire extinguishers for different
extinguishers. sources of fire.

➢ Provide materials such as
posters to create
awareness among the
school community about
the causes of fire and
prevention measures.

7.3 A student is able to: ➢ Discuss and share ideas
Air Pollution of air pollution such as
7.3.1 define air pollution and air haze that frequently hit
W34 pollutants. our country and the
11/10 - 15/10 sources that cause these
7.3.2 communicate about air pollutions.
pollutants and the causes.
➢ Collect, interpret and
7.3.3 justify steps to prevent and share information about:
control air pollution.
• steps taken by authorities
7.3.4 solve problems on the in controlling air pollution.
adverse effects of air
pollution. • adverse effects of air
pollution on living things
and the environment.

THEME 4 : ENERGY AND SUSTAINABILITY OF LIFE
LEARNING AREA : 8. LIGHTS AND OPTIC

8.1 A student is able to: TP1: ➢ Use the screen and plane MODUL 27: Light
Usage of Recall the mirror to show the
mirrors 8.1.1 differentiate between a real knowledge and difference between real
image and a virtual image. science skills on images and virtual
W35 mirrors / images.
18/10 - 22/10 8.1.2 Communicate about the characteristic of
characteristics of image light / reflection of ➢ Carry out an activity to
*MAULIDUR formed by a plane mirror, light / refraction of determine:
concave mirror and light / dispersion
RASUL convex mirror of light / scattering • characteristics of the
19/10 of light / addition image formed when the
. and subtraction of
8.1.3 state that the object distance light.

is equal to the image distance
in a plane mirror

8.1.4 use the plane mirror to apply TP2: light incident on the plane
the concept of reflection of Understand mirror. concave mirror
light. mirrors / (enlarge image) and
characteristic of convex mirror (shrink
8.1.5 justify the application of light / reflection of image).
concave mirror and convex light / refraction of
mirror in daily life. light / dispersion • the object distance and
of light / scattering image distance in a plane
8.1.6 construct an optical of light / addition mirror with a sketch
instrument to appreciate the and subtraction of diagram
use these of optical light and able to
instruments to enhance the explain their ➢ Discuss by using a
ability of the human senses. understanding. multimedia presentation
about these applications
8.1.7 solve problems in daily life
involving the application of • plane mirror
plane mirror, concave mirror • concave mirror
and convex mirror. • convex mirrors.

W36 FINAL YEAR EXAMINATION 2021 (25 OCT 2021 – 28 OCT 2021)
25/10 – 29/10

8.2 A student is able to: TP3: MODUL 27: Light
Characteristic Apply mirrors /
W37 of light 8.2.1 communicate about the characteristic of ➢ Carry out an activity to
1/11 – 5/11 properties of light. light / reflection of design an optical
light / refraction of instrument e.g. periscope
*DEEPAVALI A student is able to: light / dispersion or kaleidoscope.
3/11 – 5/11 of light / scattering
8.3.1 state the characteristics of of light / addition
8.3 image formed by a plane and subtraction of ➢ The use of mirrors such #EXPERIMENT 7 :
Reflection of mirror light through a as: REFLECTION OF LIGHT
light simple task.
• the side mirror and rear-
8.3.2 communicate about the Law TP4: view mirror in the car.
Of Reflection. Analyse
knowledge of • the plane mirror uses by
mirrors / dentist during treatment.
characteristic of
light / reflection of • the convex mirror placed
light / refraction of at the dangerous roads.
light / dispersion
8.3.3 draw ray diagrams to show Properties such as the
the reflection of light speed of light and natural
phenomena (the
8.3.4 solve problems in daily life formation of shadows,
lightning appearing before

with the application of of light / scattering thunder, rainbows).
reflection of light. of light / addition
and subtraction of ➢ Identify the characteristics
light in context of of image formed by a
problem solving plane mirror and sketch
about events or the image observed.
natural
phenomena. ➢ Carry out an experiment
to measure the angle of
TP5: incidence, i and angle of
Evaluate mirrors / reflection, r, and
characteristic of determine the relationship
light / reflection of between angle of
light / refraction of incidence, i and angle of
light / dispersion reflection, r.
of light / scattering
of light / addition ➢ Introducing The Law Of
and subtraction of Reflection.
light in the context
of problem solving ➢ Example on the use of
and decision the concept of reflection
making to carry of light.
out a task.
8.4 A student is able to: ➢ Collect and interpret this #EXPERIMENT 8 :
Refraction of TP6: information about the REFRACTION OF
light 8.4.1 Generalise that refraction Design a following
occurs when light moves presentation using LIGHT
W38 through medium of different multi media / • Refraction of light
8/11 – 12/11 densities visual / folio /
poster / role play / ➢ Carry out activities to
. drama; with show that light refract
8.4.2 draw ray diagrams to show creative and away when travel from a
innovative use of medium to another
refraction of light when light science medium with different
propagate from one medium knowledge and density.
to another medium of skills of mirrors /
different densities. characteristic of ➢ Carry out an experiment
light / reflection to study the relationship
8.4.3 generalise the relationship of light / refraction between the angle of
between the angle of of light / incidence, i and angle of
incidence, i and angle of dispersion of light refraction, r.
refraction, r, when light travels / scattering of light
from a medium of low density / addition and ➢ Conduct a library
to a medium of high density. subtraction of light research and make the

8.4.4 justify the applications of in the context of presentation of the
refraction of light in daily life. problem solving phenomenon of
and decision refraction.
8.5 A student is able to: making; with
Dispersion of regards to the ➢ Collect and interpret
light 8.5.1 communicate about the social values/ information about the
dispersion of light. economy / culture dispersion of light and
of the community. phenomena related to the
8.5.2 explain with an example the dispersion of light.
dispersion of light in daily life.
➢ Carry out activities to
8.6 8.6.1 communicate about scattering study the following:
Scattering of of light Using various forms of
light multimedia for interpreting • dispersion of light by
information about scattering of using prism
light.
• formation of rainbow.
8.6.2 explain with an example
scattering of light in daily life ➢ Using various forms of
multimedia for interpreting
W39 information about
15/11 – 19/11 scattering of light.

8.7 A student is able to: ➢ Carry out activities to
Addition and study the effect of
of light 8.7.1 identify primary colours scattering of
subtraction of light.
light 8.7.2 identify the addition of primary Collect and interpret
colours to produce secondary information about the
colours. following

• scattering of light
• natural phenomena such

as blue sky and reddish
sunset.

➢ Carry out activities to
study:

• the addition of light using
the primary colour filter to
produce secondary colour
(cyan, magenta and
yellow

• subtraction of light that

8.7.3 communicate about occurs when light is
subtraction of light absorbed or subtracted
by colour filters.
. • the difference between
8.7.4 record the colours formed on the addition and
subtraction of light.
the screen when light passes
through colour filters. Gather information and
do a multimedia
8.7.5 differentiate the addition and presentation
subtraction of light.

8.7.6 explain with examples
addition and subtraction of
light in daily life.

THEME 5: EXPLORATION OF EARTH AND SPACE
LEARNING AREA: 9: EARTH

9.1 A student is able to: A student is able to: TP1: ➢ Create a multimedia MODUL 14: Earth
System and Recall the presentation about the structure
structure of 9.1.1 communicate about the 9.1.3 realise that Earth is the only knowledge and Earth structure that
the Earth system of the Earth place that can sustain life science skills on consist of four main
based on its physical about the Earth’s spheres that is
W40 9.1.2 explain differences in Earth characteristic. structure/geo- hydrosphere,
22/11 - 26/11 layers based on its disasters/Earth’s atmosphere, biosphere
composition and physical resources. and geosphere.
characteristics.
TP2:
. Understand the
Earth’s
structure/geo- • Atmospheric stratification
disasters/Earth’s and its role, including the
resources and depletion of the ozone
able to explain layer. Introduce that
their temperature and pressure
understanding. changes with altitude in
the atmosphere.

TP3: • Ocean stratification from
the surface to the dark
Apply knowledge zone including the
on the Earth’s distribution of life forms in
structure/geo- them.
disasters/Earth’s
resources to Distribution of other water

accomplish simple bodies on Earth such as
task. seas, rivers, glasiers,
clouds and ground water
TP4: are also introduced.
Analyse
knowledge of ➢ Create a visual
knowledge on the presentation to show the
Earth’s differences between
structure/geo- crust, mantle and core of
disasters/Earth’s the Earth including the
resources in lithosphere,
context of asthenosphere &
problem solving mesosphere.
about events or
natural ➢ Discuss that the Earth is
phenomena. the only home for every
living organism.
TP5:
9.2 A student is able to: Evaluate about ➢ Carry out an activity and MODUL 14: Earth
Substance of the Earth’s present a multimedia
the Earth 9.2.1 explain type and characteristic structure/geo- structure
of rocks. disasters/Earth’s
resources in the presentation on the three
9.2.2 communicate on how to context of types of rocks e.g.
differentiate the process of problem solving
rock formation. and decision igneous rocks,
making to carry
out a task. sedimentary rocks and

TP6: metamorphic rocks based
Design a
presentation using on its formation.
multi media /
W40 9.3 A student is able to: visual / folio / ➢ Gather information about MODUL 14: Earth
22/11 - 26/11 Main poster / role play / exogenic and endogenic structure
processes of 9.3.1 explain the different Earth drama; with processes and present it
the Earth processes that effect the creative and using a multimedia
changes on Earth. innovative use of presentation.
science
9.3.2 communicate about exogenic knowledge and ➢ Exogenic process –
and endogenic processes. skills of the weathering, erosion,
mass depletion, land
depletion, transport and
sedimentation.

➢ Endogenic process –
mantle convection
process, magma activity,
Earth crust movement

9.4 A student is able to: A student is able to: Earth’s (tectonic layer)
Geohazard structure/geo-
phenomena 9.4.1 communicate about 9.4.3 realise that environmental disasters/Earth’s ➢ Collect, interpret data
geohazard. disasters effect human resources in the through a multimedia
livelihood. context of presentation on
9.4.2 generate ideas on how problem solving geohazards e.g.
science and technology is and decision earthquake, volcanism,
used to prepare for making; with land slide, tsunami, global
geohazards. regards to the warming, acid rain,
social values/ quicksand and sinkholes
economy / culture
of the community. ➢ Discuss and share ideas
on how science and
W41 technology can be used
29/11 - 3/12 to prepare for the
possibilities of
geohazards.

➢ Using various media to
explain impact of
environmental disasters
e.g. loss of life, loss of
property, diseases, and
starvation. Highlight the
need to sympathise with
victims of environmental
disaster.

9.5 A student is able to: ➢ Gather and share MODUL 15: EARTH 1
Age of the information about the
Earth 9.5.1 communicate about geological time scale of
geological time scale of the the Earth and method to
Earth. determine the age of the
Earth.
9.5.2 explain the method to
determine the age of the ➢ Using visual graphic
Earth. presentation to present
about fossils and relate it
9.5.3 communicate about fossils.
using visual graphic

presentation to present to earth history.
about fossils.
➢ Discuss how knowledge
9.5.4 reason about the importance on fossils can help
of fossils in the advancement modern science.
of contemporary science.
➢ Search for information
9.6 A student is able to: and carry out a
Earth multimedia presentation
resources and 9.6.1 explain surface water and its on surface water and
applied risks. aquifers.
geology
9.6.2 explain the importance of ➢ Carry out a multimedia
W41 underground water and its presentation on the
29/11 - 3/12 risks. formation of petroleum
and coal.
9.6.3 communicate about economic
minerals. ➢ Discuss the economic
(Economic minerals consist of prospects of hydrothermal
metallic minerals, non- processes.
metallic minerals and
rare earth minerals) ➢ Debate how exploitation
of Earth’s resources
. without proper planning
9.6.4 explain the formation of may cause adverse
effects on living things on
petroleum and coal. Earth.

9.6.5 communicate about the PBD UPDATE AND FILING
hydrothermal process. BUDAYA TUTUP SEKOLAH
SCHOOL HOLIDAYS (11/12/2021 - 31/12/2021)
9.6.6 solve problems about the
negative effects of unplanned
human activities on all living
things on Earth

W42
6/12 - 10/12

PREPARED BY,
PN. NUR NADHIFAH BINTI RAMLI,
FORM 1 SCIENCE TEACHER,
HIGH SCHOOL BUKIT MERTAJAM,PENANG